OI-MAN KWOK
Office#: 720 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 458-1407
E-mail:
Primary Emphasis Area: Learning Sciences
Vita: View Document
Office Hours
Wednesday     11:40am to 1pm
Short Bio
Oi-Man Kwok received his Ph.D. in 2005 from Arizona State University. He is a Professor of the Educational Psychology department (Research, Measurement, and Statistics program) at Texas A&M University. His research interests include examining the methodological issues of both multilevel models and structural equation models, and the applications of these models in different educational and psychological research. He has coauthored more than 80 peer-reviewed journal articles. He has also been extensively involving in federally funded projects with a total funding (including both ongoing and completed projects) over 10 million dollars. Dr. Kwok received the Outstanding New Faculty Award from the College of Education & Human Development (CEHD) in 2007, and was selected as the Yates Faculty Fellow of CEHD in 2009. He has also served as the chair of the American Educational Research Association (AERA) Multilevel Modeling Special Interest Group (MLM-SIG) from 2012 to 2013. Dr. Kwok teaches graduate level research and educational statistics courses. He has been recognized for his outstanding teaching with the 2010 Teaching Excellence Award from the Texas A&M University System. He has also been very active in mentoring graduate students and has graduated more than ten of his own doctoral students with a PhD; seven of them currently hold faculty positions at US or international universities. He is now chairing 5 doctoral students and has served on more than 50 doctoral committees (39 of them have completed their PhDs) within and outside of CEHD (e.g., Accounting, Architecture, Communication, Management, Psychology, and Sociology).
Research Interests
Health Related Quality of Life
Longitudinal Data Analysis
Mediation Analysis
Publications (journal articles, books, book chapters)*

1. Oslund, E. L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A. B., Kwok, O., & Coyne, M. D. (in press). The predictive validity of curriculum-embedded measures on outcomes of kindergarteners identified as at-risk of reading difficulty. Journal of Learning Disabilities (In Press)

2. Hagan-Burke, S., Soares, D. A., Gonzalez, J. E., *Zhu, L., Davis, H. S., Kwok, O., Pollard-Durodolla, S. D., Saenz, L. M., Resendez, N. M. (2016). Associations between problem behaviors and vocabulary skills among Hispanic dual-language learners in pre-K. Topics in Early Childhood Special Education, 36, 91-102. [ISI 2015 impact factor: 1.143] *

3. *Im, M., Hughes, J. N., *Cao, Q., & Kwok, O. M. (2016). Effects of Extracurricular Participation during Middle School on Academic Motivation and Achievement at Grade 9. American Educational Research Journal, 53, 1343-1375. [ISI 2015 impact factor: 2.924] *

4. *Im, M., Kim, E. S., Kwok, O., Yoon, M., & Willson, V. L. (2016). Impact of not addressing partially cross-classified multilevel structure in testing measurement invariance: A Monte Carlo study. Frontiers in Psychology, 7:328. doi: 10.3389/fpsyg.2016.00328 *

5. Hughes, J. N., *Cao, Q., & Kwok, O. M. (2016). Indirect Effects of Extracurricular Participation on Academic Adjustment via Perceived Friends' Prosocial Norms. Journal of Youth and Adolescence, 45, 2260-2277. [ISI 2015 impact factor: 3.562] *

6. Blake, J. J., Kim, E. S., Lund, E.M., *Zhou, Q., Kwok, O., & Benz, M. R. (2016). Predictors of bully victimization in students with disabilities: A longitudinal examination using a national dataset. Journal of Disability Policy Studies, 26, 199-208. doi:10.1177/1044207314539012 [ISI 2015 impact factor: .533] *

7. *Kim, M., Kwok, O., Yoon, M., Willson, V. L., & *Lai, M. H. C. (2016). Specification search for identifying the correct mean trajectory in latent growth models: A Monte Carlo study. The Journal of Experimental Education, 84, 307- 329. [ISI 2015 impact factor: 1.638] *

8. *Lai, M. H. C., & Kwok, O. (2016). Standardized mean differences in two-level partially nested models. Multivariate Behavioral Research, 51, 740-756. [ISI 2015 impact factor: 1.551] *

9. Kwok, O., *Im, M., Hughes, J. N., Wehrly, S. E., & West, S. G. (2016). Testing statistical moderation in research on home-school partnerships: Establishing the boundary conditions. In S. M. Sheridan & E. M. Kim (Eds.), Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs (Volume III: Family-School Partnerships in Context) (pp.79-107). New York, NY: Springer. *

10. Pollard-Durodola, S. D., Gonzalez, J. E., Saenz, L. M., Soares, D.A., Resendez, N., Kwok, O., Davis, H, & *Zhu, L. (2016). The effects of content-related shared book reading instruction on the language, literacy, and conceptual knowledge development of emergent bilinguals. Early Childhood Research Quarterly., 36, 106-121. [ISI 2015 impact factor: 1.730] *

Show All

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students at Risk for Reading Disabilities. (PI)
University of Texas at Austin - USDE IES (Federal)
2016/08/01 - 2017/07/31
Total Funding: 144,361.

Evaluating Teacher Performance Using Student Achievement Data: A Propensity Score Approach. (Co-PI)
TAMU Office of the Vice President for Research (State)
2016/05/01 - 2017/04/30
Total Funding: 24,996.

Family History-based Colorectal Cancer Prevention and Navigation to Clinical Services among Uninsured Chinese Americans in Texas. (Co-PI)
Cancer Prevention & Research Institute of Texas (CPRIT) (State)
2015/12/01 - 2018/11/30
Total Funding: 398,744.

Teaching the Vocabulary of Comprehension: A Technology-Enhanced System to Enhance At-Risk 3rd Graders’ Acquisition and Application of Essential Vocabulary. (Co-PI)
US Department of Education - Institute of Education Sciences (Federal)
2014/07/01 - 2018/06/30
Total Funding: 1,499,918.

Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students at Risk for Reading Disabilities. (Co-PI)
US Department of Education - Institute of Education Sciences (Federal)
2013/07/01 - 2017/06/30
Total Funding: 1,338,745.

The Impact of Grade Retention. (Co-PI)
DHHS-PHS-NIH (Federal)
2011/07/01 - 2017/06/30
Total Funding: 1,679,805.
Courses Taught
Former Doctoral Students
Wen Luo (Summer, 2007), Ph.D.
Qi Chen (Summer, 2008), Ph.D.
Yuanyuan Zou (Summer, 2009), Ph.D.
Hsien-Yuan Hsu (Fall, 2009), Ph.D.
Yuan-Hsuan Lee (Summer, 2010), Ph.D.
Jiun-Yu Wu (Summer, 2010), Ph.D.
Min Jung Kim (Spring, 2012), Ph.D.
Qiong Zhou (Summer, 2013), Ph.D.
Myung Hee Im (Summer, 2014), Ph.D.
Hok Lai (Summer, 2015), Ph.D.
Leina Zhu (Fall, 2015), Ph.D.
Qian Cao (Fall, 2016), Ph.D.
Editorial Positions

Editorial Board Member (2010 - ). Frontiers in Quantitative Psychology and Measurement

Editorial Advisory Board (2008 - ). Journal of School Psychology

Editorial Board Member (2007 - 2010). Psychological Methods

Awards

(2016-2017). Transforming Lives Faculty Fellow.  CEHD, TAMU

(2016-2017). Outstanding Research Award 2016.  EPSY, TAMU

(2016-2016). EPSY Outstanding Research Award 2016.  EPSY, TAMU

(2009). Faculty Fellow.  Yates Faculty Fellow, College of Education and Human Development

(2007). Outstanding New Faculty Award.  College of Education and Human Development

EPSY Faculty   |   EPSY Staff